Feedback is central to teacher education, yet little is known about how it can be delivered in real-time. A new study of language teacher education in Japan and South Korea shows how educators transform feedback into “reflect-ables”: concrete moments from microteaching that prompt reflection and guide professional growth. The researchers, using conversation analysis, demonstrate how feedback practices not only help assess teaching but also create opportunities for developing classroom interactional competence.

When starting college, many young people report adopting pro-environmental behaviors such as active travel (e.g. walking, biking) and reduced meat consumption, so targeted interventions in these transition moments could be especially effective. 

From Oct. 6-9, Pennington Biomedical Research Center hosted the NIDDK Clinical Methods for Nutrition and Obesity Research Course, an intensive four-day training program designed to equip postdoctoral fellows, advanced doctoral students, and early career investigators with hands-on expertise in state-of-the-art methods for clinical research in obesity, metabolism and nutrition. 

Sponsored by the National Institute of Diabetes and Digestive and Kidney Diseases, or NIDDK, the course and the Pennington-Louisiana Nutrition Obesity Research Center, or NORC, welcomed a cohort of bright, emerging scientists from across the country.